Chapter 8 Children and Books

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Chapter 8
Children and Books

Chapter Highlights
A. History of Children’s Books
B. Book Quality
C. Reading Books to Young Children
D. Book Selection Criteria
E. Kinds of Books
F. Selection of Read-Alouds
1. Culturally conscious
2. Bibliothrapy
G. Read-Aloud Skills and Tips
1. Building comprehension
2. Rereadings
3. After-reading discussions

Chapter Highlights (cont.)
H. Dramatizing Books
I. Library and Other Resources
J. Teacher and Child Authors
K. Classroom Book Centers
Read-Aloud Teacher Skills
A. Introduces and Provides an Overview
1. prepares to explain new concepts and key words
2. may promote predictions
B. Discusses physical book features

C. Presents and Holds Attention
1. engages using strategies
2. observes and adapts techniques
D. Asks ‘Thinking’ Questions
E. Stresses Vocabulary
1. discusses relationships
F. Recaps with Children
1. reviews and relives story elements
G. Transitions to Planned Follow-up Activities

Types of Read-Aloud Questions
A. Predicting and Inferring
B. Opinions
C. Vocabulary Questions
D. Relating to Children’s Experiences
E. Factual Checking Questions
F. Comprehension Questions
G. Relationship Questions

Objectives
 In this chapter, we will investigate:
 Three goals for reading books to young children
 The criteria for book selection
 Suggested techniques for reading a book to a group
of children
 Designing a classroom library center
 Quality book features
 Multicultural and multiethnic book use

Books Are Important to Children
 A good-quality program for young children
Seeing, touching, interacting with books
Builds language development with book
 The teacher may be the only connection
between a child and a book.
 Teachers promote thinking skills with books.

Age and Book Experiences
 Book selections
Give careful consideration
Age-appropriate
 Younger than 3 years (some older)
 Enjoy physical closeness, visual changes of illustrations
 4 years
 Content, characterization, fantasy, realism, human
emotion, nonfiction

History of Children’s Literature (1 of 3)
 Children’s books
 Prior to mid-18th century
 Aimed to improve moral and spiritual natures
 Folk tales
 Human experiences
 Storytellers
 Reduce anxieties, fire imagination
 15th century: hand-copied (English)
 Aesop’s Fables-Caxton,1484

 Books based on deep conviction
Bunyan, 1686
Intent on saving children’s souls
 Chapbooks (paper booklets)
England, after 1641
Written to entertain and instruct

 First publishers
Children’s books, England
 John Newbery and Thomas Boreman
 America in its earliest days
Reading considered unimportant for children
in an agricultural-based society
Beginnings of industrialization (1800s) leads
to a need for a literate workforce

Picture Books (1 of 2)
 19th century: some books are artistic
Randolph Caldecott, Maurice Boutet de
Monvel, Kate Greenway
A.B. Frost
E. Boyd Smith
Wanda Gag
Ludwig Bemelmans

Picture Books (2 of 2)
 1950s
 U.S. increased demand for nonfiction picture books
 Nancy Larrick
 Awareness, lack of African-Americans in story lines,
illustrations
 Addressed reality
 Daily lives of children
 Creative technology
 Computerized

What to Look for in Quality Books
 Character development
 Color
 Aesthetic appeal
 Hope
 Cultural insight
 Other features
List on page 220

Other Features to Consider
 Select books that:
Promote children’s phonological awareness
Are award-winning
 Example: Caldecott Medal, Newberry Medal
Provide illustrations that promote literacy
Define format

Reading Books to
Young Children (1 of 3)
 Teacher presentation very important
 Primary goal
Constructing meaning that develops the
interactive process between adult and child
Developing children’s positive attitudes
toward the activity

Reading Books to
 Secondary Goal
To demonstrate that books:
 Can be fun and interesting, loaded with lots of
information
 Can be enjoyed alone or with others
 Helping children to value themselves
 Providing awareness of cultural diversity

Reading Books to
 Tertiary Goal
To demonstrate that books
 Are used to present knowledge
 Acquaints children with new words, ideas, facts, feeling,
and happening
 Child’s comprehension must be a concern
 Teach children to use and care for books

Book Selection
 Select books of quality to meet objectives.
 Be sensitive to all children.
 Age-appropriate books
 Select a variety of books
 Refer to pages 251-255 for other ideas.

Encourage Imitative Reading
 Read to children daily
 Repeated reading of favorites
 Relive parts of story
 Expect creative deviation from the storyline
 Recognize imitative reading as early literacy
behavior

Literature for Conflict Resolution
 Select stories to address and define
problems
 Use text and illustrations to help children
Visualize
Build empathy
Resolve conflict in stories
Give examples of peacemaking

Multicultural and Multi-ethnic Book
 Multicultural children’s literature
Depicts any distinct cultural group through
accurate portrayal and rich detail
Offers opportunities to recognize similarities,
value differences, and respect common
humanity

Reading Books to
 Teacher must
Carefully plan and evaluate techniques
Enjoy reading to children
Strive to make the book’s contents relevant to
each child
 Use steps 1-7 outlined on page 237

Reading Books to
 Additional strategies
Be sure that every child can see the book.
Watch for distractions.
Have other alternatives for uninterested
children.
Use visuals during story times.
Have after-reading discussions.

Promoting the Use of Books (1 of 2)
 Dramatizing favorite stories and books
 Using as the basis for theme instruction
 Using literature-based curriculum
 Using book to make flannel board activities
 Making child- and teacher-authored books
 Making book areas and centers

Promoting the Use of Books (2 of 2)
 Resources for Finding Reading Materials
 Favorite Children’s Books
 Family Influences on Reading-Like Behaviors

Chapter 8 Children and Books

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